Thông tư 30/2014/TT-BGDĐT đánh giá học sinh tiểu học
THE MINISTRY
OF EDUCATION AND TRAINING
——–
SOCIALIST
REPUBLIC OF VIETNAM
Independence – Freedom – Happiness
—————
No.:
30/2014/TT-BGDDT
Hanoi, August
28, 2014
CIRCULAR
PROMULGATING REGULATIONS ON ASSESSMENT OF PRIMARY STUDENTS
Pursuant to the Government’s Decree
No.36/2012/ND-CP dated April 18, 2012 defining functions, duties, authorities
and organizational structure of the Ministry and ministerial-level agencies;
Pursuant to the Government’s Decree
No.36/2008/ND-CP dated March 19, 2008 defining functions, duties, authorities
and organizational structure of the Ministry of Education and Training;
Pursuant to the Government’s Decree No. 75/2006/ND-CP
dated August 02, 2006 detailing and instructing the implementation of some
articles of the Law on education; The Government’s Decree No. 31/2011/ND-CP
dated May 11, 2011 amending and supplementing some articles of the Government’s
Decree 75/2006/ND-CP dated August 02, 2006; The Government’s Decree 07/2013/ND-CP
dated January 09, 2013 amending Point b, Clause 13, Article 1 of the
Government’s Decree No. 31/2011/ND-CP dated May 11, 2011;
At the proposal of General Director of
Primary Education Department;
The Minister of Education and Training has
promulgated the Circular stipulating assessment of primary students.
Article 1. Enclosed
together with this Circular
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Article 3. The Chief
officers, General Director of Primary Education Department, General Director of
Department of Examination and Education Quality Assessment, heads of relevant
agencies under the Ministry of Education and Training, directors of the
services of education and training are responsible for exercising this
Circular.
PP
THE MINISTER
DEPUTY MINISTER
Nguyen Vinh Hien
REGULATION
ASSESSMENT OF PRIMARY STUDENTS
(Enclosed together with the Minister of Education and Training’s Circular
No.30/2014/TT-BGDDT dated August 28, 2014)
Chapter I
GENERAL PROVISIONS
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1. This document regulates the assessment of
primary students including: content and manner of assessment and employment of
assessment results.
2. This document applies to primary schools;
primary classes in multi-level primary schools and specialized schools; other
educational institutions running primary education programs; organizations,
individuals participating in primary education activities.
Article 2. Assessment of
primary students
Assessment of primary students specified in this
Regulation includes observing, monitoring, exchanging, examining and making
comments on students’ process of learning and practice; advise, instruct and
encourage students; carry out qualitative and quantitative comments on their
process of learning and practice, formation and development of some
capabilities and qualities of primary students;
Article 3. Purposes of
assessment
1. Help teachers adapt and innovate method and
manner of teaching, real-life experience during and after each phase of
teaching and education; punctually discover endeavors and advances of students
to give encouragement; discover difficulties beyond students’ ability to
overcome to provide instructions and support; make correct judgments about
students’ strong and weak points in order to introduce solutions for
improvement of quality and productivity of students’ learning and practice;
contribute to fulfilling the target of primary education.
2. Help students be able to perform
self-assessment and participate in student assessment; self-adapt the way of
learning; develop communication and cooperation skills; have excitement in
learning and practice for advancement.
3. Help students’ parents or guardians
(hereinafter referred to as parents) participate in the assessment of school
performance, practice, formation and development of students’ capabilities and
qualities; cooperate actively with schools in educational activities.
4. Help educational management officers of
different levels direct educational activities punctually, renew methodology of
teaching and assessment in order to achieve educational efficiency.
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1. Assessment is carried out for the advancement
of students; students’ positive aspects and spirits to overcome difficulties in
learning and practice should be encouraged and highly valued; help students
bring into play all their abilities, ensure promptness, fairness and
objectiveness.
2. Students shall be comprehensively assessed in
terms of achievement of standardized knowledge, skills and some expression of
capabilities and qualities according to the target of primary education.
3. Assessments from teachers, students and
parents should be combined and teachers’ are considered the most important.
4. Advancement of students should be assessed
without comparing these students against the others, creating pressure on
students, teachers and parents.
Chapter II
SUBJECT MATTERS AND
MANNER OF ASSESSMENT
Article 5. Subject matters
of assessment
1. Assess school performance and advancement of students
in terms of standardized knowledge, skills in each subject and other
educational activities according to primary education programs.
2. Assess the formation and development of some
capabilities of students:
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b) Communication and cooperation;
c) Self-learning and problem solving
3. Assess the formation and development of some
qualities of students:
a) Studiousness, diligence; enthusiasm about
taking part in educational activities;
b) Self-confidence, self-esteem and personal
responsibility
c) Honesty, discipline, and solidarity;
d) Love for families, friends and others;
schools, classrooms, hometown and native country.
Article 6. Continuous
assessment
1. Continuous assessment includes assessments
that are carried out during student’s learning and practice according to the
process of subjects’ contents and other educational activities in which the
application of knowledge and skills at schools, at home and in the society is
included.
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Article 7. Continuous
assessment to be carried out on school performance, advancement and results in
terms of standardized knowledge, skills in each subject and other educational
activities according to primary education programs.
1. Participants in continuous assessment include
teachers and students (self-assessment and remarks, contribution of ideas
through group and class activities); parents’ participation in assessment is
encouraged.
2. Teachers’ assessment
a) During teaching process, based on
characteristics and objectives of each lesson and activity to be executed by
students in the lesson, teachers shall perform some tasks as below:
– Observe, monitor, exchange and examine the
process and performance of each student or student group according to the
process of teaching;
– Make oral or verbal comments in students’
notebooks about results achieved or yet to be achieved; level of knowledge and
capacity to make use of knowledge; proficiency of skills necessary and suitable
for lessons, student’s activities;
– Take interests in individual students’
progress of performance; take specific measures to punctually help students
overcome difficulties. Due to unequal level of capacity, difference in term and
level of performance may be accepted;
b) On a weekly basis, teachers shall pay
attention to students who are yet to fulfill their tasks; provide prompt assistance
for students to fulfill their tasks;
c) On a monthly basis, teachers shall make
verbal comments in logbooks about students’ level of performance in each
subject, and other educational activities; plan and apply specific and separate
measure to be able to provide early support to students who are yet to complete
subjects and other educational activities in a month;
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dd) Use of scores for continuous assessment is
not permitted.
3. Students shall carry out self-assessment;
participate in making remarks, contribution of ideas:
a) Students shall carry out self-assessment
right in the process or after each duty or educational activity is fulfilled,
and report to teachers;
b) Students shall participate in making remarks,
contribution of ideas right in the process of completing learning duties,
educational activities; discuss, instruct and help their peers to complete
duties.
4. Parents’ participation in assessment:
Parents are encouraged to collaborate with
teachers and schools on encouraging and helping students in their learning and practice;
parents shall be instructed by teachers to observe and encourage students’
activities or stay shoulder to shoulder with them in activities; exchange with
teachers on remarks and evaluations made to students orally or verbally as
appropriate.
Article 8. Continuous
assessment of formation and development of students’ capabilities
1. Students’ capabilities are formed and
developed through the process of learning, practice and life experiencing
inside and outside of schools. Teachers shall assess the formation and
development of students’ capabilities through expressions and behaviors as
follows:
a) Self-service, self-management: be able to
perform a number of jobs to serve their personal activities such as personal
hygiene, self-catering, and dressing; some jobs to serve learning such as
preparing learning tools in class and at home; some jobs required by teachers,
by themselves or assigned by group, class; able to arrange time for learning
and activities at home; comply with classroom rules and complete duties;
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c) Self-study and problem solving: ability to
perform learning duties in class, working in group, class; self-study abilities
with or without help from others; perform right duties; share learning results
with friends and groups; carry out self-assessment of performance and report to
groups or teachers; seek early support from friends, teachers or others; make
use of learned things to handle problems in class and in life; discover new
situations concerning lesson or in life and find a solution.
2. On a daily and weekly basis, teachers shall
observe expressions through students’ activities to assess the formation and
development of their capabilities; from that point to encourage and help
students to overcome difficulties, bring into play their strong points and
capabilities, adapt performance for advancement.
On a monthly basis, through the process of
observation, opinions exchanged with parents and others (if any), teachers
shall make verbal comments in logbooks.
Article 9. Continuous
assessment of formation and development of students’ qualities
1. Students’ qualities are formed and developed
through the process of learning, practice and real-life experiencing inside and
outside of schools. Teachers shall assess the formation and development of
students’ qualities through expressions or behaviors as follows:
a) Studious, hard-working and enthusiastic about
participating in educational activities: attend class regularly and punctually;
frequently exchange subject matters of study and educational activities with
friends, teachers and others; be diligent in housework and giving help to
parents; be enthusiastic about participating in activities and movement of
learning, labor, arts and sports in schools and in locality; be enthusiastic
about calling for friends to join tasks of maintaining sanitation and beauty of
schools, classes, neighborhood and in public;
b) Confidence and self-responsibilities: Be
confident in performing learning duties and presenting personal viewpoints;
accept jobs within their strength; take self-responsibility for what they do,
no blaming others for their own mistakes;
c) Honesty, self-discipline and solidarity: be
honest and truthful about what they say; respect and keep promises; comply
strictly with the rules of learning; do not take anything not of their own;
have a sense of public property protection;
d) Have a love for families, friends and others;
schools, classes, hometown and native country: take interest and care of
grandparents, parents and siblings; respect adults and be grateful to teachers;
love and help friends; be enthusiastic about participating in activities of
collectives, building up schools and classes; keep and protect public
properties and environment; take pride in relatives, teachers, schools and
hometown; love to understand geographical names and famous figures in the
hometown.
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On a monthly basis, through the process of
observation, opinions exchanged with parents and others (if any), teachers
shall make verbal comments in logbooks.
Article 10. Periodical
assessment of school performance
1. Headmasters shall direct periodical
assessment of school performance, level of achievement of standardized
knowledge and skills according to primary education programs at the end of
first term and school year with respect to such subjects as Vietnamese
language, Mathematics, Science, History, Geography, foreign languages,
computers, languages of ethic minorities through periodical exams.
2. Topics of periodical exams shall be suitable
for standardized knowledge, skills including questions, exercises designed
according to students’ level of awareness:
a) Level 1: Students are able to know, remember
and remind learned knowledge; use their own way to correctly express or
describe knowledge and skills learned and directly apply those knowledge,
skills to resolve situations and problems in the process of learning;
b) Level 2: Students can connect and re-arrange
learned knowledge, skills to resolve new situations, problems similar to
learned situations and problems;
c) Level 3: Students can make use of learned
knowledge and skills to resolve new situations and problems which are different
from instructed situations and problems or put forth reasonable responses to a
new situation and problem in learning and in life.
3. Periodical exams performed by students shall
be corrected, commented and marked from 1 to 10 by teachers. No zero and
decimals are marked.
Article 11. Summary of
assessment
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a) Process of learning in individual subjects
and other educational activities, outstanding characteristics, advancement,
constraints and level of completion according to standardized knowledge,
skills; aptitudes and interests in individual subjects, educational activities;
grade students as either satisfactory or unsatisfactory with respect to learned
subjects and educational activities;
b) Level of formation and development of
capabilities: outstanding expressions of capabilities, advancement, level of
formation and development according to specific group of capabilities;
contribute ideas with students, make recommendations to schools, parents; grade
students as either satisfactory or unsatisfactory;
b) Level of formation and development of
qualities: outstanding expressions of qualities, advancement, level of
formation and development according to specific group of qualities; share ideas
with students, make recommendations to schools, parents; grade students as
either satisfactory or unsatisfactory;
d) Other achievements praised and rewarded at
the end of term and school year.
2. Headmasters shall make verbal comments and general
performance results in school reports. School reports are records to confirm
level of completion of the program and determine duties, things to overcome and
support with respect to each student when second term or new school year
starts.
Article 12. Assessment of
disabled students or students from flexible classes
Based on the regulations on assessment of
primary students, assessment of disabled students and students from flexible
classes must ensure the rights to care and education for all students.
1. In respect of disabled students who study
under the integrated teaching method, if they are able to meet requirements of
common educational program, they shall be treated as normal students but school
performance result is less required. School subjects or educational activities
the common requirements of which can not be met by the students shall be
assessed according to the requirement of personal education plan.
2. In respect of disabled students who study
under the specialized teaching method, if they are able to meet requirements of
the specialized educational program, they shall be assessed according to the
regulations intended for specialized education. School subjects or educational
activities the specialized requirements of which can not be met by the students
shall be assessed according to the requirement of personal education plan.
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Article 13. Assessment
document
1. Assessment document bears testimony to the
process of learning, practice and student performance results, and functions as
a source of information for educational coordination between teachers, schools
and parents.
2. A school year’s assessment document consists
of:
a) School reports;
b) Logbooks;
c) Year-end exams;
d) Contact books for exchange of comments (If
any) between teachers and parents;
dd) Certificates, certificates of commendation
in recognition of students’ achievements in the school year (if any).
Chapter III
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Article 14. Consideration of
completion of class and primary curriculum
1. Consideration of completion of the class
curriculum:
a) Students that are certified as having
completed the class curriculum must meet the following conditions:
– Continuous assessment for school subjects and
educational activities is satisfactory;
– Year-end assessment for the regulated subjects
achieves 5 points and over;
– Level of formation and development of
capabilities is satisfactory;
– Level of formation and development of
qualities is satisfactory;
b) For students who are yet to complete the
class curriculum, teachers shall work out a plan to instruct and provide
support to each student; carry out additional assessment to conclude completion
of the class curriculum.
c) For students who are instructed and supported
directly by teachers but yet to achieve either of the conditions set out in
Clause 1 of this Article, depending on level of completion of school subjects,
educational activities, periodic exams, formation and development of some
capabilities, qualities, teachers shall make a list and report to headmasters
for consideration and decision about going up or repeating their year;
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2. Consideration of completion of the primary
curriculum:
Students who complete curriculum of 5th Grade
shall be certified and recorded in their school reports as having completed the
primary curriculum.
Article 15. Inspection and
hand-over of education quality
1. Inspection and hand-over of educational
quality is carried out to ensure objectiveness of student performance
assessment at the end of year or at the end of level and ensure
responsibilities of teachers of previous and following 5th graders;
help teachers of the following 5th graders have sufficient necessary
information about the process and performance results, level of formation and
development of capabilities and qualities of students in order to advance a
productive plan and measure of education.
2. Headmasters shall direct inspection and
hand-over of education quality as follows:
c) For 1st, 2nd, 3rd
and 4th graders, headmasters shall direct head teachers, teachers
teaching the same class and teachers of their next grade:
– Draw up year-end exams and take part in
monitoring and grading together;
– Hand over the assessment document as
stipulated in Clause 1, Article 13 of this Regulation; exchange comments on
outstanding traits or shortcomings to be overcome in terms of awareness,
achievement of standardized knowledge, learning skills, educational activities,
formation and development of capabilities, qualities of students; formulate
minutes of inspection and hand-over of educational quality;
b) For 5th graders:
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– Headmasters shall direct head teachers to
complete the assessment document and hand it over to schools.
3. Manager of the office of education and
training shall direct schools in the administrative division to organize
inspection, take delivery of educational quality of 5th graders who
have completed their primary curriculum in accordance with conditions of
schools and locality.
Article 16. Rewarding
1. At the end of first term and school year,
headmasters shall direct students to discuss promotion of those who achieve
outstanding performance results or show great progress in any of the three
issues of assessment, achieve outstanding outcomes in emulation movement or
other irregular achievements; consult parents, summarize, make a list and
submit it to headmasters or upper levels for commendation
2. Content and quantity of students to be
praised and commended shall be decided by headmasters.
Chapter IV
IMPLEMENTATION
Article 17.
Responsibilities of Services of Education and Training, Office of Education and
Training
1. Director of the Services of Education and
Training shall direct managers of the Office of Education and Training to carry
out the assessment of primary students in the administrative division and
report the outcomes to the Ministry of Education and Training.
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Article 18.
Responsibilities of headmasters
1. Take responsibility for implementing
assessment of primary students; reporting the outcomes to the Office of
Education and Training.
2. Direct establishment and implementation of
student training and supporting; consider completion of class and grade
curriculum; make the decision about admission into next grade; approve year-end
performance results; manage school reports during school year; provide guidance
on inspection and hand-over of educational quality.
3. Receive and solve questions and proposals
raised by students and parents on comments, evaluation and rewards within
headmasters’ authority.
4. Instruct teachers to use existing school
reports of students being admitted before this Circular comes into force to
record remarks according to provisions of Article 11 of this Regulation or use
new school reports for replacement during their years in primary schools.
Article 19.
Responsibilities of teachers
1. Head teachers
a) Take main responsibility for the assessment
of primary students, educational quality; complete assessment document
according to regulations; carry out inspection and hand-over of educational
quality;
b) Prepare and implement monthly plan of
training and supporting students
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2. Non-head teachers:
a) Take responsibility for evaluating students’
learning and practice, performance outcomes with respect to subjects and
educational acitivities according to the provisions of law;
b) Coordinate with head teachers, other teachers
and parents to prepare and implement the plan of training and supporting
students in their learning and practice;
c) Coordinate with head teachers to carry out
the assessment of students’ learning and practice, performance outcomes;
complete students’ assessment document; carry out inspection, hand-over of
educational quality;
Article 20.
Responsibilities and rights of students
1. Fulfill the duties as stipulated in the
Statute of primary schools; be open to the education for advancement.
2. Has the right to raise opinions and have
access to instruction and explanation by teachers, headmasters on assessment
results.
